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Developing a Deeper Understanding of Text

Developing a Deeper Understanding of Text. A piece from Anthology Alignment Project Thursday, Aug 8 th , 2013 Presenters: Cristal Cisneros-Dilworth Karen Decker- Depoali Paul Heller-Cold Springs Jenny Reynolds- Mendive. Agenda. Introductions/House Keeping/ Etc “Glossary of Terms”

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Developing a Deeper Understanding of Text

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  1. Developing a Deeper Understanding of Text A piece from Anthology Alignment Project Thursday, Aug 8th, 2013 Presenters: Cristal Cisneros-Dilworth Karen Decker-Depoali Paul Heller-Cold Springs Jenny Reynolds-Mendive

  2. Agenda • Introductions/House Keeping/Etc • “Glossary of Terms” • Text Based Questions • Vocabulary • Lunch • Additional PD options • Differentiated work time • Evaluations • 2:45 Dismissal

  3. Name Tags • On your name tag(s) please tell us who you are and where you teach. • At my signal, find someone NOT at your school and introduce yourself. Include 1 reason as to why you became a teacher.

  4. Objectives • We will gain a deeper understanding of text-based questions by participating in discussions and writing sample questions of our own. • We will apply our knowledge of vocabulary instruction by selecting key terms from our text and justifying their importance.

  5. Quick reference of terms • Big Ideas/Key Understandings-Theme of thestory; key ideas/concepts that you want the students understand • Culminating Task-The big task, usually a writing task, that asks the students to demonstrate their deep understanding of the text.

  6. Text-Based/Text-Dependent Questions • Quick Review-what are they? (shout out) • They are questions that continually ask the student to go back into the text. • They scaffold student understanding towards the Big Idea. • They become a resource for the student when given the Culminating Task.

  7. Text-Based/Text-Dependent Questions…it’s as easy as 1-2-3-check • Look at your Teacher’s Edition (TE); let your TE be your starting point. • Write questions (and their answers) that scaffold understanding and spread the Bloom’s spectrum. • Take “you and I” out of it. Let the questions be about the text. Check. Revise/Get feedback on your questions.

  8. Text-Based/Text-Dependent Questions…the checklist This a great tool to help you revise your questions. Take a few minutes and read this document. Use the following marks to annotate your list: Star at least 1 thing you did not know Write a question mark next to anything that puzzles you __________ Underline at least 1 thing that you think is a great idea

  9. The First Americans8th Grade Anthology Our Turn!! 

  10. Brer Rabbit and Brer Lion…Your Turn! 8th Grade Anthology • Find the bright blue letter at the top right of your handout. • Grab your stuff and find your 3 partners-in-crime who have the same letter as you. • Once you have formed your group of 4, find some space within the room to set up camp. Take a minute or two and introduce yourselves.

  11. Brer Rabbit and Brer Lion…Your Turn! 8th Grade Anthology • Read Brer Rabbit silently. • Within your team, determine the Big Idea/Key Understanding of the text. • Write at least 4 questions that scaffold understanding towards your agreed upon Big Idea. Remember to use your checklist!

  12. Brer Rabbit and Brer Lion…Your Turn! 8th Grade Anthology • Find another group of 4 that is close to you and share your questions and what your team decided on as the Big Idea/Key Understanding. • As a group of 8, please share what you discussed regarding the Big Idea and choose 2 questions that you would like to share with the whole group; one that you think is fantastic and one that you need help revising. Be Prepared to Share! 

  13. Break Time!! • See you in 15 minutes 

  14. Vocabulary • “…vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children”(Rupley, Logan, & Nichols, 1998/1999, p. 339).

  15. The 4 Quadrants

  16. Vocabulary from First Americans

  17. Vocabulary for Brer Rabbit

  18. After Lunch PD Options…

  19. Lunch! • See you back here at 12:30 

  20. Differentiated Work Time • Choice A: Work with peers and continue practicing/writing text-based questions for your curriculum. • Choice B: Close Read Refresher for new-to-district teachers and anyone who is interested in a little refresher.

  21. In Closing… • We encourage you to share today’s information with your entire dept. so you can continue this great work. Remember, 2 heads are better than 1 and 4 heads are better than 2 especially when it comes to revising questions.  • Please complete an evaluation before you leave; your feedback is important to us. • If you have any questions, please don’t hesitate to ask…we are here to help. • Thank you for your participation! 

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